SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive and retention payments. Payments are only applicable and payable if the successful candidate meets the candidate eligibility criteria.
Payments and support on offer (subject to candidate eligibility criteria, see below):
- A commencement incentive payment (pro-rata for positions less than full-time) to the amount of $50,000 (before-tax).
- Reimbursement of relocation expenses (up to $5,000) and support to identify suitable housing.
- $10,000 (before-tax) retention payments (pro-rata for positions less than full-time), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones.
TFI candidate eligibility criteria:
- The successful candidate must be a new employee to this school.
- The successful candidate is committing to a minimum of 2 years of employment at this school.
- The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years:
- The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application), as outlined within 'Travel and Personal Expenses - Teaching Service'.
- The successful candidate's ordinary place of residence is not classified as `Remote Australia (Vic.)' or `Outer Regional Australia (Vic.), per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
- Where the recruiting school is located within `Inner Regional Australia (Vic.), the successful candidate's ordinary place of residence is not classified as `Inner Regional Australia (Vic.), per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
For further information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or ordinary place of residence address, refer to ABS Maps, via Australian Bureau of Statistics (select filter '2021 Remoteness Area').
Further information regarding this offering is available on the department's website at https://www.vic.gov.au/Relocation-incentives-to-teach-in-Regional-Victoria
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
St Georges Road Primary School is situated south of the central business district of Shepparton. We have a rich, vibrant and culturally diverse student population. Our current enrolment is 346 students. Approximately 50% of our students are from non-English speaking backgrounds, representing around 24 countries with higher proportions from Middle-Eastern, African and South Pacific regions. St Georges Road Primary School celebrates our rich diversity through the curriculum, specialist programs and events. We are extremely proud of our diverse community which is a huge asset and strength of the school. We believe that the success of each child relies on a strong partnership between staff, students and parents. Our school community is committed to providing a safe, inclusive and engaging environment where learning experiences challenges and supports each student to achieve their potential. The core values that permeate the culture of our school are:
Respect Responsibility Learning
The teaching and learning program at St Georges Road Primary School is divided into three sections (F-2, 3-4, and 5-6) each overseen by a Learning Specialist who provides their team with planning support, coaching and leadership.
Students at St Georges Road Primary School are active participants in a knowledge rich, low-variance curriculum. The Humanities, Science and Digital Technologies curricula is integrated into daily English lessons where students engage with a variety of quality literature and expand their background knowledge about rich and deep themes in units of work designed to ensure academic rigour. Mathematics is taught using an explicit instruction model and engagement norms, concrete materials and dedicated problem-solving lessons are utilised to encourage whole class participation. Visual Arts projects are linked to the themed units of work to provide a wholistic approach to engaging with new information. The instructional model at St Georges Road Primary school follows the VTLM 2.0 and teachers are experts in planning, enabling learning, explicit teaching and supported application.
A Response to Intervention Model ensures that all students are screened regularly using normed and standardised assessments to guide enrolment of students into intervention programs out of the classroom, and to enable classroom teachers to effectively provide in-class support to students who require learning adjustments. An education support staff member supports each classroom.
Our students participate in four weekly specialist lessons and currently the program has the following specialist subjects: Auslan, Physical Education and Health, Sport and STEM. Our Years 3-6 students also participate in semester-based co-curricular activities of our Flourish and Nourish kitchen-garden program led by visiting nutritionist and our U-Turn Mechanics Shed Program.
At St Georges Rd Primary School, student wellbeing is considered just as important as academic learning. Our comprehensive wellbeing program incorporates Respectful Relationships, the Berry Street Education Model, and School-Wide Positive Behaviour Support systems. Through these frameworks, we explicitly teach students to identify their emotions and develop strategies to support self-regulation. Staff model positive behaviours to help students build essential life skills.
Our Wellbeing Hub is staffed by an Assistant Principal, a Lead Teacher, and three Education Support Staff. The Hub provides targeted support for students who are not yet able to fully engage in classroom learning. While in the Hub, students are supported to regulate their emotions and are taught proactive strategies to help them successfully return to and remain in the classroom.
The Inclusion Hub offers access to a multidisciplinary team including an Occupational Therapist, Speech Therapist, and Play Therapist. Students are timetabled to attend individual or small-group sessions throughout the week, ensuring their developmental and learning needs are supported.
A Before and After School Care program, breakfast club, homework clubs and lunchtime enrichment programs cater for all students. Additional programs that enrich our school community includes a community hub, a visiting paediatrician, play therapy and speech support.
